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1.
The purpose of this study is to identify school factors that affect students’ achievements at the secondary and tertiary levels
of education. The analysis included data of 9,894 students who studied in Auckland regional secondary schools in 2004. The
results indicate that, although student demographic characteristics are associated with students’ pathways and achievements,
schools’ demographic composition did not affect student outcomes. It was found, however, that schools’ organisational factors
do have an effect. At the university level, none of the schools’ characteristics was related to students’ achievements at
the higher end of the achievement scale (GPA ≥ 4). However, students from private or state-integrated schools were found to
be more likely to achieve low GPA (<2) than students who came from state schools. In conclusion, it is suggested that interventions
targeting at-risk populations based on demographic factors should focus on individuals or groups rather than on institutions;
while school-based interventions should identify the schools by their structure and function rather than by their demographic
characteristics.
相似文献
| Boaz ShulrufEmail: Email: |
2.
Market orientation in managing relationships with multiple constituencies of Croatian higher education 总被引：1，自引：0，他引：1
In this paper, market orientation in Croatian higher education (HE) is discussed within the context of stakeholder-oriented
management. Drawing on existing studies, the ‘classical’ empirical model, describing the market orientation of generic nonprofit
organisations, has been adapted to the contingencies of the Croatian HE sector. Empirical testing of the model, based on primary
data drawn from the majority of public institutions of higher learning in the country, reveals inadequate market orientation
toward the relevant stakeholders. Although social market orientation currently does not exist in Croatian HE institutions,
the empirical results confirm that it might be possible to initiate a ‘virtuous circle’, in which relevant market orientation
and stakeholder management practices, directed toward one or other of the stakeholders, simultaneously enhance orientation
toward the other stakeholders. Unfortunately, the current situation in HE is not satisfactory, which could hinder the implementation
of development of knowledge society in Croatia.
相似文献
| Zoran MihanovićEmail: |
3.
Helen Gunter Steve Rayner Graham Butt Antony Fielding Ann Lance Hywel Thomas 《Journal of Educational Change》2007,8(1):25-39
This paper describes the experience of change management observed as part of an evaluation of the Transforming School Workforce Pathfinder Project commissioned by the UK Government for the English education system. The 32 Pilot Schools made interventions in organisational
practice in ways that required them to think differently about work. Changes in the number, type and deployment of the school
workforce combined with thinking about the nature of work have challenged existing practices. In particular, a focus on change
management teams drawn from the whole school workforce, supported by an external school workforce advisor, has required schools
to examine the nature of decision-making and participation. We intend to draw on evidence from eight case study schools and
through this examine the implications for how change is understood and practiced. We critically engage with the government’s
preference for a particular model of change to bring about organisational improvement, and we reveal a pluralistic and dynamic
field both within practice and theorising.
相似文献
| Hywel ThomasEmail: |
4.
Miguel Portela Nelson Areal Carla Sá Fernando Alexandre João Cerejeira Ana Carvalho Artur Rodrigues 《Higher Education》2008,56(2):185-203
This paper characterizes and evaluates the student allocation in the Portuguese public higher education system. It describes
the supply and demand sides of the system by looking at the numerus clausus across areas of study and institutions, institutions’ degree of diversity, and performance and adjustment indicators based
on students’ revealed preferences. Performance indicators quantify the adequacy between demand and supply, across institutions
and fields of study, and gauge the performance of public higher education institutions in the competition for candidates.
Adjustment indicators allow us to predict the potential impact of changes in higher education regulations on student allocation
and its stability. According to these indicators, such changes could result in an expansion for some institutions and fields
of study, whereas other institutions might face a reduction.
相似文献
| Carla SáEmail: |
5.
Douglas Blackmur 《Higher Education》2008,56(6):723-734
The International Network of Quality Assurance Agencies in Higher Education’s Guidelines of Good Practice by higher education
quality assurance agencies need substantial revision before they can be considered adequate by stakeholders in any national
higher education system. Various revisions are proposed in this article. But the International Network of Quality Assurance
Agencies in Higher Education also argues that adoption of its Guidelines of Good Practice has international significance in
that the decisions about higher education quality made by agencies which comply with them can be accepted at face value universally.
This conclusion, however, cannot be accepted until the Guidelines of Good Practice are amended to address the processes whereby
each agency can become comfortable with the criteria and standards which the others impose in their respective jurisdictions.
This article also maintains that, even if the Guidelines of Good Practice were technically perfect, agencies and/or governments
ought to subject any proposals for their implementation to the discipline of rigorous risk management processes.
相似文献
| Douglas BlackmurEmail: |
6.
Brian L. Heuser 《Prospects》2007,37(3):293-303
This article explores the theoretical foundations of social cohesion as it relates to higher education institutions. In so doing it seeks (a) to understand the core elements of social cohesion—social
capital, human capital and ethical behavioural norms that serve a common good—and (b) to establish a flexible framework for
understanding the combined contributions of higher education to society. Tertiary institutional phenomena (those occurring
in higher education) that are involved in the creation of social cohesion are hereafter termed academic social cohesion. The particular emphasis is on higher education’s role in cultivating moral awareness as a vital product of institutions’
primary activities. These core functions of colleges and universities are discussed in relation to both academic social cohesion
and the degree to which they should involve the creation of specific ethical norms.
相似文献
| Brian L. HeuserEmail: |
7.
The Way to Wealth and the Way to Leisure: The Impact of College Education on Graduates’ Earnings and Hours of Work 总被引：1，自引：0，他引：1
Liang Zhang 《Research in higher education》2008,49(3):199-213
This study extends the analysis of the economic return of college education up to 10 years after college education and further
examines the impact of college education on graduates’ hours of work. The results suggest that variation in hours of work
explains a portion of earnings differentials among college graduates. Graduates from high-quality private institutions tend
to work longer hours than their peers from other types of institutions. Female graduates spend fewer hours working than their
male counterparts. As far as family background is concerned, graduates from high-income families tend to work longer hours
and first-generation college graduates tend to work fewer hours. Finally, business majors seem to work longer hours while
health and public affair majors less hours.
相似文献
| Liang ZhangEmail: |
8.
Mark G. Storz 《The Urban Review》2008,40(3):247-267
In interviews with over 250 urban young adolescents, many students make it clear that they are acutely aware of the educational
inequities that exist in their schools and that these inequities are having a negative impact on their education. Student
voice is used to highlight urban middle school students’ perspectives on the quality of their education particularly in terms
of curricular issues, teacher quality, and lack of resources.
相似文献
| Mark G. StorzEmail: |
9.
Participation,financial support and the marginal student 总被引：2，自引：0，他引：2
This paper examines differences between the decision-making of marginal and nonmarginal students about participation in higher
education (HE). We distinguish between two kinds of marginality: being ‘borderline’ on account of prior achievements in school
and being ‘unsure’ after taking prior achievement into account. We identify a significant minority of students in their final
year of schooling who are unsure about participation in higher education even though they have prior school achievements typical
of entrants to HE. Being ‘unsure’ is found to be unrelated to socioeconomic background, but it is associated with significantly
different attitudes towards the potential benefits and risks of participation, different levels of knowledge about financial
support that is available and different approaches to information search about participation in HE.
相似文献
| Peter DaviesEmail: |
10.
Chile’s higher education system stands out as being one of the most privatized and open to the market in the world. Recently,
the Chilean Congress passed Law # 20.027 of 2005, which provides the legal framework for the creation of a student loan system
guaranteed both by the State and by higher education institutions (HEIs), financed by the private capital market through the
securitization of the loans. The system operated for the first time in 2006, where approximately 21,000 students were able
to access financing of their higher education for the remainder of their careers. It is expected that as the system matures,
more and better information will be available, which will benefit the students and the HEIs; and it is highly likely that
the current number of financed students could grow significantly in the next few years. The purpose of this article is to
describe the outstanding characteristics of this system, explain its conceptual basis and analyze the public policy choices
available in its design.
相似文献
| Salvador Zurita (Corresponding author)Email: |
11.
Most institutions of higher education allow students to drop or add courses in the first 2–3 weeks of each term (D&A). Arguing
that course cancellation is not merely an administrative issue involving enrollment trends but represents complex decision
making processes taken by students, this study investigated antecedents and correlates of course cancellation during a D&A
period in 109 elective courses. Student ratings of the teachers (SRT) and characteristics of the syllabi distributed in the
first class session were investigated as predictors of course cancellation. Rates of cancellation were significantly predicted
from SRT and from syllabus workload difficulty—lower quality teachers (SRT-based) and more difficult courses (syllabus-based)
being cancelled more frequently. Analysis of a sub-sample of truly elective, high-priority courses revealed that these correlations
were intensified in teacher-centered lecture courses, but nullified in student-centered seminar courses, in which students
write independent research papers. The importance of students’ course selection and course cancellation as decision making
processes, the methodology based on institutional data rather than students’ self-reports, and the unique effects of course
difficulty on students’ decisions were discussed.
相似文献
| Elisha BabadEmail: |
12.
Angela Calabrese Barton 《Cultural Studies of Science Education》2009,4(2):393-397
Dr. Sreyashi Jhumki Basu was a scholar committed to equity and social justice in science education who passed away in December
2008. In this essay, I describe Jhumki’s research and the call to action her life’s work has laid out for the science education
community. In particular, I draw attention to the role of critical science agency in learning and the democratic science pedagogy
model that Jhumki developed to support students in crafting such agency.
相似文献
| Angela Calabrese BartonEmail: |
13.
This article focuses on the steering of higher education systems in the light of political science and public management approaches.
It first recalls that an important part of the existing literature on higher education is focused on public policies in terms
of reforms and decision-making, while the other part is dedicated to discovering and understanding the policy network or the
policy regimes producing these policies. Both perspectives tend to look at higher education as a specific field. By contrast,
the authors state that the transformations experienced in higher education are similar to those experienced by other key public
services, an can be understood as a redefinition of the role of the nation state in the public generally. They therefore suggest
to look at the steering patterns in higher education by investigating the underlying ‘narratives’ of public management reform
and their variation or combination from one European nation state to another. Three main narratives of public services reform
are discussed: the New Public Management (NPM), the Network governance and the Neo-Weberian narrative. For each narrative,
the authors try to predict some ‘signs and symptoms’ that should be observed in higher education. Drawing on this reflection,
the authors finally suggest further research perspectives which could be developed.
相似文献
| Christine MusselinEmail: |
14.
Elisa L. Park 《Higher Education》2009,57(6):741-755
The purpose of this study is to understand the dynamics of Korean students’ international mobility to study abroad by using
the 2-D Model. The first D, the driving force factor, explains how and what components of the dissatisfaction with domestic higher education perceived by Korean students drives
students’ outward mobility to seek foreign higher education. The second D, the directional factor, describes the factors that influence the choice of destination country for students’ outward mobility, and is explained
by the comparison of Korean students’ perceptions on the images of universities in the U.S., China, the U.K., and Australia
and their expectations for higher education in each country (categorized as ‘academic’–‘environmental’). Two questionnaire
surveys were conducted to analyze the two D factors and the research findings were integrated into suggestions for each country’s
higher education institutions that can be incorporated into their recruitment strategies for international students.
相似文献
| Elisa L. ParkEmail: |
15.
Conflicting measures of state support for postsecondary education create confusion and misunderstanding that convolute debates
about states’ postsecondary education funding. The use of multiple measures is largely unnecessary, though. A simple single
measure is constructed that adequately quantifies both states’ postsecondary need and states’ ability to pay. Specifically,
this study proposes measuring state support for postsecondary education as state postsecondary funding per high school graduate
over the previous four years per dollar of per capita income.
相似文献
| Justin M. RoncaEmail: |
16.
Program assessments are an essential part of the ongoing survival of teaching centers performed by faculty development personnel
at institutions of higher education. Little research is available to guide developers in performing these assessments. In
this article we describe assessments conducted at three Canadian universities and highlight the theoretical models used to
guide the process. Reflections on the strengths and challenges are discussed for each program assessment for the purpose of
assisting faculty developers in performing similar program assessments of their faculty development offices.
相似文献
| Judy BritnellEmail: |
17.
Frances O’Brien 《Higher Education》2009,58(1):29-39
Engagement between higher education and other societal sectors is a key theme in higher education discourse in South Africa,
as it is in other countries. In South Africa, however, engagement has gained additional status as an appropriate strategy
for pursuing African Scholarship. On the ground, however, inequitable power relationships and erratic participation have posed
serious challenges to the effectiveness and sustainability of engagement initiatives. From the experiences of seven South
African academics and the local community members and service-providers with whom they engaged in service-learning, three
factors emerged as mediating the power/participation dynamic of their engagement. The impact of these factors, namely, structure,
meaning, and place and time, are discussed, leading to the conclusions that scholarly engagement requires ideological and
practical support from higher education institutions and further study in South African contexts.
相似文献
| Frances O’BrienEmail: |
18.
Sheau-Wen Lin 《Cultural Studies of Science Education》2008,3(1):5-12
This article reviews the work of Jong-Hsiang Yang in science education and his efforts in creating a research culture in Taiwan.
Following in Yang’s footprints, the rebuilding of science education, implementing a new science curriculum, and gaining the
academic status of science education, we go through the important years of the development of science education in Taiwan.
His leadership in introducing interpretive research methods and expanding international studies catalyzed profound changes
to science education research in Taiwan.
相似文献
| Sheau-Wen LinEmail: |
19.
Matti E. Lindberg 《Higher Education》2009,58(3):339-358
This article addresses the question of how great are higher education students’ incentives to change study programs or institutions
to improve one’s personal employability in the course of the higher education-to-work transition process. The posed question
is addressed at a system level. Students’ mobility between programs and institutions is referred to as ‘student mobility’
and graduates’ mobility between jobs is referred to as ‘early career mobility.’ The relationship between these two separate
components of mobility is discussed in three different institutional frames: German/Finnish, Italian, and British. When depicting
the relationship between the two components of mobility, the article also considers parallel phenomena such as prolongation
of the degree-earning process and participation in work-life with student status. Indicator level analysis concerning graduates
of the year 2000 reveals important differences between the three institutional frames: in Germany and Finland, there is a
high level of student mobility at the basic degree level combined with a low level of career mobility after graduation; in
the UK the opposite transition logic than that of Germany and Finland occurs, and in Italy students demonstrate prolonged
transitions with little student mobility and early career mobility.
相似文献
| Matti E. LindbergEmail: |
20.
Campus-based urban legends have the potential to convey and construct student culture in higher education. Basic qualitative
and humanistic research methods were used to collect, analyze, and interpret legends related to the academic experience of
collegiate life.
相似文献
| Claire Howell MajorEmail: |